Nursing Handbook Section 2: Program Curriculum, Objectives and Concepts


Curriculum

General education degree requirements may be taken prior to admission to the Nursing Program.

View Nursing Program Associate of Science Degree Requirements »

The material in this handbook supplements the TMCC College Catalog, and presents more explicit current requirements and policies for the ADN.

Curricular Organizing Structure

Maxine S. Jacobs Nursing Program Curriculum: An organizing structure for teaching nursing has been developed by faculty to facilitate learning about nursing.

The organizing structure provides a methodology for students and faculty to interpret and organize knowledge about clients, nursing, health and the environment. The organizing structure of this Nursing Program uses Bloom’s Taxonomy of Learning, the nursing meta-paradigm (nursing, health, patient and environment) and the Nursing Process as illustrated in the Organizing Structure chart.

Following are concise descriptions of these components.

Bloom’s Cognitive Taxonomy of Learning

The nursing curriculum utilizes the six levels of Bloom's Taxonomy as a method of developing the program of study to progress from simple to complex. The first semester of study is directed toward the level of knowledge and comprehension, while the fourth semester focuses on analysis, synthesis and evaluation of the total client care and management.

  • Level I. Remember is remembering, recognizing and recalling important concepts. It includes factual information with right and wrong answers.
  • Level II. Understand is the thought processes of interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining of interpreting, translating from one medium to another and describing in one’s own words.
  • Level III. Apply is executing and implementing, showing the practical use of information in one’s environment. It is problem solving and applying information to produce a result.
  • Level IV. Analyze is the processing, researching and guessing of problems or situations. It is differentiating, organizing, and attributing and includes subdividing concepts in order to show how they are put together in an effort to find the underlying structure. It allows for conclusions to be made about client care.
  • Level V. Evaluate is checking and critiquing. It is the examination of the plan of care and determination of its effectiveness.
  • Level VI. Create is generating, planning, and producing. It allows for the creation of individualized plans of care.

Maxine S. Jacobs Nursing Program Curriculum Concepts

The faculty have chosen the concepts around which to organize student learning for the expected outcomes. Eight core competencies for graduate of associate degree nursing programs are described by the National League for Nursing (2002). Additional concepts have been identified that help explain the content required to function as a registered nurse. These concepts are defined and are introduced and then embedded throughout the curriculum.

Program outcomes are based on the concepts and competencies and further explicated by outcome behaviors related to each. The concepts are used to define nursing and prepare graduates to pass the NCLEX-RN and function as registered nurses.

Concept  Exemplar/Topic
Fluid & Electrolyte
  • Basic Fluid/Electrolyte Balance
  • Acute Kidney Injury
  • Chronic Renal Failure
  • Fluid Balance
  • Electrolyte Imbalance
Acid Base
  • Acid Base Balance
  • Respiratory & Metabolic Acidosis and Alkalosis
Elimination
  • Bladder: Incontinence & Retention
  • Constipation & Impaction
Glucose Regulation
  • Diabetes
  • Diabetes Part 2 (DKA, HHS)
  • Thyroid Disease
Clotting
  • Liver Disease
  • DVT
  • DIC
Nutrition
  • Obesity
  • Anemia (Folic Acid, Iron Deficiency, Physiologic Anemia of pregnancy)
Intracranial Regulation
  • Increased Intracranial Pressure
Thermoregulation
  • Hypothermia
  • Hyperthermia
Cellular Regulation
  • Cancer
  • Leukemia
  • Breast Cancer
  • Colon Cancer
Gas Exchange
  • Chronic Obstructive Pulmonary Disease
  • Asthma
  • Sudden Infant Death Syndrome
  • Acute Respiratory Distress Syndrome
  • Respiratory Syncytial Virus
Perfusion
  • Arteriosclerosis
  • Heart Failure
  • Cardiomyopathy
  • Angina
  • Myocardial Infarction
  • Stroke
  • Hypertension
  • Pregnancy induced Hypertension
  • Ventricular Septal Defect
  • Life Threatening Dysrhythmias
  • Shock (Hypovolemic, Septic)
Sexuality
  • Sexually Transmitted Infections
Reproduction
  • Family Planning
  • Antepartum Care
  • Prematurity
  • Newborn Care
  • Postpartum Care
  • Placenta Abruption
  • Placenta Previa
Inflammation
  • Gall Bladder Disease
  • Glomerulonephritis
  • Osteoarthritis
Tissue Integrity
  • Pressure Ulcers
  • Wound Healing
Infection
  • Pneumonia
  • Nosocomial Infection
  • Urinary Tract Infection
  • Sepsis
  • MRSA
Immunity
  • HIV/AIDS
  • Rheumatoid Arthritis
  • Hypersensitivity (Type 1-4)
  • Graves Disease (Hyperthyroidism)
  • Hypothyroidism
Sensory Perception
  • Sensory Impairment (Diabetic Retinopathy)
  • Peripheral Neuropathy
Mobility
  • Hip Fractures
  • Back Problems (Herniated disc, Diskectomy, Spinal Fusion)
  • Spinal Cord Injury
  • Osteoporosis
Pain
  • Pain: Acute & Chronic
Palliation
  • End of Life Care
  • Death & Dying
Anxiety
  • Anxiety
Family Dynamics
  • Perinatal Loss
  • Children's Response to Loss
  • Elders' Response to Loss
  • Family Structure/Roles
  • Divorce
  • Family Response to Health Promotion
  • Family Response to Health Alterations
  • Community Support
Mood & Affect
  • Depressive Disorders (including Postpartum Depression)
  • Bipolar Disorder
Cognition
  • Schizophrenia
  • Alzheimer's Disease/Dementia
  • Delirium
  • Confusion
Addiction
  • Substance Addictions
Development
  • Eric Erikson
  • Piaget
Cultural Diversity
  • Vulnerable Populations
  • Age, Gender, Race, Sexual Orientation
  • Values, Beliefs
  • Spiritual Health
  • Spiritual Well-Being
  • Spirituality
  • Religion
  • Spiritual Distress
Violence
  • Violence
  • Elder Abuse
  • Intimate Partner Abuse
  • Child Abuse (Shaken Baby Syndrome)
Health Promotion
  • Wellness/Illness Continuum
  • Alternative Therapies related to Cultural and Religious Beliefs
  • Health Beliefs
Professionalism
  • Leadership
  • Commitment to Profession
  • Advocacy
Communication
  • Therapeutic Communication
  • Group Process
  • Documentation
  • Reporting
Assessment
  • Holistic Health Assessment
  • Assessment of Normal
  • Assessment of Abnormal (including medications)
Clinical Judgment
  • Problem-solving
  • Decision-making
  • Nursing Process
  • Critical Thinking
Caring Interventions
  • Caregiver Skills Development (Laboratory, Clinical & Simulation)
Patient Education
  • Patient Education
Collaboration
  • Interdisciplinary Teams
  • Interdisciplinary Communication
  • Chain of Command
  • Conflict Resolution
  • Management Theories
Care Coordination
  • Care Coordination
  • Delegation
  • Case Management
Safety
  • Standard Precautions
  • National Patient Safety Goals
  • "Hand Off" Communication
  • Injury/Illness Prevention
  • Environmental Safety
  • Emergency Preparedness
Health Care Law
  • Nursing Practice Act
  • Criminal Law/Civil Law
  • Obligation to Report
  • Risk Management
  • Advance Directives
  • Health Insurance Portability and Accountability Act (HIPAA)
Health Care Quality
  • Cost Effective Care
  • Regulatory Agencies (OSHA, Licensure, DHHS, DHSR, CMS)
  • Types of Reimbursement (Medicare, Medicaid, Private)
  • Professional Organizations
  • Accrediting Bodies
  • Sentinel Events
  • Reporting
  • Benchmarking
  • Quality Improvement Cycle
Health Care Organizations
  • Access to Healthcare
  • Diagnostic Related Groups
  • Primary, Secondary, Tertiary Care
  • Allocation of Resources
  • Resource Utilization
  • Nursing Care Delivery
Ethics
  • ANA Code of Ethics
  • Ethical Dilemmas
  • Ethical Principles
  • Patient Rights
Evidence
  • Best Practices
Technology & Information
  • Telehealth
  • Clinical Informatics

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